After this initial visit, I met with Maggie to review the transcript of my lesson and to discuss the goals for my instruction and my students. Before diving into the coaching conversation, Maggie asked me to read through the transcript from her visit. This was an eye-opening experience that allowed me to take a subjective look at my instruction and my role in the classroom. One of my instructional goals is to create a student-centered classroom in which students are collaborating to research historical topics and answer research questions that they have constructed. After reviewing this transcript, I realized that there were many instances in which I was assisting individual students with accessing content and using research databases. Though I was helping my students, I was realized through my conversation with Maggie that I was spending a majority of time helping my students overcome executive functioning barriers instead of truly facilitating collaborative learning. In order to truly create a collaborative, student-centered classroom driven through research and application of historical thinking skills, I needed to focus on an additional goal. I needed to work to alleviate issues with executive functioning to empower my students instead of assisting each one of them when they hit similar roadblocks.